School LAPOGAN INTEGRATED Grade Level Grade 7

SCHOOL
Teacher LUISA F. GARCILLAN Learning Area Math
DAILY LESSON LOG Teaching Dates and NOVEMBER 6- Quarter Second (Week 1)
Time 110,2023
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES

A. Content Standards The learner demonstrate understanding of the key concepts of

measurement.

B. Performance Standards Is able to formulate real-life problems involving measurements and solve these using a variety of
strategies.

C. Learning Competencies/ Describes the Remedial Learning/

Objectives development of Approximates the Converts measurements
measurement from measures of from one unit to another Weekly Assesment
the primitive to the quantities particularly in both Metric and
Illustrates what it
present length , weight/mass, English systems.
means to measure.
international system volume, time, angle . (M7ME – II b – 1)
(M7ME – II a - 1)
and temperature and
of units. (M7ME –
rate. . (M7ME – II a –
II a – 2)
3)

II. CONTENT MEASUREMENT (Lesson 15: Measurement and Measuring Length)

III. LEARNING PROCESS

A. References

1. Teacher’s Guide pages Math G7 TG pp.119 – p. 121-127 p. 128-136 p. 128-136

120

2. Learner’s Materials pp. 91-94 pp. 94-96 p. 99-111 pp. 99-111

pages
 3. Textbook pages

4. Additional Materials for

Learning Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES

A. Reviewing previous Let the students Let students recall Show to the students Conduct a short recap on
lesson or presenting the answer the activity Ia history of a book and let them the previous lesson.
new lesson. on page 91. measurement based on estimate its length.
The teacher will ask
the previous discussion
Let them measure it essential question about
through oral
using a ruler. the past lesson.
recitation./Recap of
previous discussion. Is there a difference Is there a difference
between the between the estimated
estimated length from length from the exact
the exact length of length of the book?
the book?

B. Establishing a purpose for Ask the following: •Determine the Convert units for length
the lesson. advantages and in the English system.
1.What was your
reason for choosing disadvantages of non-
which arm part to use? standard units of
Why? measure and metric
system.
2.Were there
differences from your *GROUP ACTIVITY
data and your
Let the students cite
classmate’s data? What
do you think caused advantages and
those difference? disadvantages of non-
standard units of
measure and metric
 system and let them
present their work in
class.

C. Presenting examples/ Process the activity Approximate the Present concrete and
instances of the new length, weight/mass, illustrative examples on
lesson. volume, time of the conversion
following:
Ex.1. Convert 36 inches
into feet
2. Convert 2 miles into
inches

D. Discussing new concepts Do activity A.II p.92 Discuss the history of Demonstrate how to
and practicing new skills measurement measure accurately
#1. Process the answer of
given objects using
the students in Act. AII
different measuring
devices.

E. Discussing new concepts

and practicing new skills
F. Developing Mastery Do Exercise III Let the students Identifying the Do exercise III p. 94
( Leads to Formative answer the following: appropriate unit of 1. Convert 30 inches to
Assessment 3) measure in measuring feet
1. It is considered 2. Convert 130 yards to
the following objects.
as half cubit. inches
A: Handspan 3. Sarah is running in a
2. It is 1/6 of a 42-mile marathon. How
cubit. many more feet does
A: Palm Sarah need to run if she
3. What are the has already
three basic units covered64,240 yards?
of length in the
English system
 of
measurement
A:
inch,foot,yard
4. It is also called a
cubit.
A: Forearm
length
5. It is the base
unit for length
in the metric
system.
A: meter

G. Finding practical Let the students

applications of concepts explain the
and skills in daily living. significance of
measurement in our
daily lives.

H. Making generalizations Ask the students how Trace the development Is there a difference Let the students discuss
and abstractions about measurement evolves? of measurement from between the the procedure in
the lesson. primitive to the present estimated length from converting units of
Ask the students what
international system of the exact length of measure.
might happen if we are
units the book?
still using this kind of
measurement in the
present?

I. Evaluating Learning Do activity B. ! Paper pencil test Do Activity C on p. 94

Show to the students
different objects and
let them estimate its
 measurement.
Using measuring
devices give its exact
measurement.
1. G7 LM
2. Board eraser
3. Ballpen
4. Pencil case
5. cellphone

J. Additional activities for Asssignment: .

application or remediation.
What are the different
measuring materials
nowadays?

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who scored
below 80%.
C. Do the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?

Prepared by: Checked and Verified: Noted:

LUISA F. GARCILLAN MARCIANA A. BOLIBUL ROSALINDA B. GARCILIAN
T3, Math Teacher T3, JHS Department Head School Principal 1